The older I get, the less I know. Isn’t it supposed to work the other way around? A friend of mine, Jerry, gave me this quote from Bertrand Russell the other day “The trouble with the world is that the stupid are cocksure and the intelligent are full of doubt.” The Greek philosopher Socrates was once proclaimed to the wisest man in the world. The day before he died, Socrates declared that he knew nothing. On that same day, the Oracle at Delphi was asked “Who is the wisest man in the world?” She replied “Socrates is the wisest man in the world.” This was reported back to Socrates who said “When I was young, I knew everything but now I know nothing.” The Oracle, who was never wrong, was asked “How can Socrates be the wisest man in the world when he knows nothing?” She replied “Only the wisest man in the world would know that he knows nothing and have the courage and humility to admit it.”

We go to school to learn many facts and figures. We study history to learn the story of humanity, we study physics to learn the theory of the cosmos, we study biology to learn how animals grow and develop and we study science so we will know how the world really works. We learn more and more and are coerced into theories and opinions and positions. We become more and more certain that we are wiser and smarter.

The more degrees that are conferred on us, the smarter we are supposed to be. If we are really smart, we begin to feel that all of these facts and data bits are not really helping us to understand the world. The older most of us get and the more learned most of us become, the more we suspect that there are no truths to the world. We begin to see that there are always truths behind the truths that we think we have found. Our profundities become curiosities as we age until at some point they wither away and become obsolete. How many theories have you seen that were proven wrong? How many times have you had to eat humble pie because something you were absolutely positively sure about was proven conclusively wrong?

I remember seeing a picture in the paper the other day of a man accused of sexually molesting a young girl. He was accused of pedophilia and charged with a felony offense. I took one look at the visage staring out of the paper at me and promptly proclaimed “If there were ever a guy who was a pedophile, he sure is.” A few weeks later, a more complete investigation proved him completely innocent of all offenses and the young girl admitted that she made the story up for some unknown reason. I was beyond having egg on my face. You would think that at my age, I would have learned to avoid a rush to judgment. I can make no excuses for my blatant stupidity.

Every few months, the media finds some new tragedy or murder case to focus on. A few years ago it was the Trayvon Martin case. It seemed that every day we were confronted with some new facts that supported a change in who the media wanted us to think was guilty. Trayvon initiated the encounter. Zimmerman initiated the encounter. Trayvon provoked Zimmerman. Zimmerman provoked Trayvon. Trayvon was a good kid. Zimmerman was a good guy loved by all of his friends. Trayvon was a racist. Zimmerman was a racist.

Tapes, witnesses, photo enlargements, medical information, acoustic information, video tapes, the entire gamut was presented daily with one expert after another telling us what they think. This same scenario plays itself out over and over again in the media. The “crime of the century” has been replaced by the “crime of the week.”

Each day regardless of what news we read or what cable show we watch, it appears we know more and more about less and less. What are we doing here folks? Are they looking for truth or are they selling papers? Are we voyeurs to some weird witch hunt? Are we taking sides so we can become right? If so, we will truly have become a Roman Circus instead of a civilized society of laws and courts and presumptions of innocence until proven guilty.

If we can somehow get pass this media circus that pretends to convey the truth, there are lessons that we need to learn. If you remember the famous story Rashomon, you may realize that truth is often a matter of perspective and not hard cold facts.

Time for Questions:

What can you help do to overcome the types of bias and prejudice that the media often promotes? How can you avoid your own “rush to judgment?” What does it mean to “judge not others, less you be judged yourself.” How often do we see the mote in others eyes but ignore the pole in our own?

Life is just beginning.

“We live in a culture where everyone’s opinion, view, and assessment of situations and people spill across social media, a lot of it anonymously, much of it shaped by mindless meanness and ignorance.” — Mike Barnicle

We no longer have an education system that works. This is true for most people that need education. A few people still find value in the current system, but it is no longer a system that works for the masses. It is no longer a democratic education system. It has become a school system devoid of the benefits and value that it once had. We now are stuck with a school system designed for the nineteenth century that is expensive, inefficient and much less effective than it could be. This is true not only in America but also for most of the world.

Times have changed. Needs have changed. Our education system has not changed. It no longer meets the needs of a world economy that has gone from agriculture to industry to information. A world that has gone from analog to digital. Changes from the nineteenth century to the twenty first century are incomprehensible. Changes in our education system have not kept up with the needs of a modern world. Outside of growing larger and more expensive, our education system is still based on nineteenth century principles of education.

Nothing is more important to a nation than a democratic education system. A system that provides equal opportunity to all regardless of gender, age, race, ethnicity, income or religion. Education provides the knowledge and information that is the foundation for all successful endeavors. Whether it is a building a great company, finding a cure for a disease, writing a musical masterpiece, developing innovative technology to help people or even fighting a war to defend a country, nothing was ever accomplished without knowledge. Knowledge may not always be developed in an education system, but an education system is the primary mode of transferal for knowledge. From Caesar to Leonardo Da Vinci, from Shakespeare to Einstein and from Henry Ford to Mark Zuckerberg, it was education that gave them the knowledge to be successful. We no longer have a democratic education system.

Today we have an elite system of schooling whereby the children of the wealthy get to go to charter schools, private schools and high-priced universities that are beyond the incomes of the average person. These schools may still provide a decent education, but they are “not open to the public.” This morphing of schools from democratic institutions to elite institutions did not happen by accident. It became all too clear to many people that the public-school system was collapsing. Anyone who has taught in a public school today knows the chaos and bedlam that is called education in these schools. Discipline has gone out the door and students terrorize each other and even the teachers. The results of the decay of the public-school system has seen the wealthy shift their funding to private schools while those who cannot afford private schools often opt for home schooling. The rise in home schooling parallels the decline of the public-school system.

Teachers sit helplessly by as the school system they belong to sinks slowly but inevitably beneath the waves of societal change. Like the proverbial fish, teachers are the last ones to see the water. Asking a teacher how to fix the system is like asking a fish how to fix the ocean. Adding to the general ignorance are pundits in both the business arena and the political arena who propose solutions based on what worked in the past or worse what they think has worked in the business arena. Thus, we see proposed solutions such as:

More standardized testing for students

State wide tests for teacher competency

Pay for performance

Guards in the school hallways

More money for education

Smaller class sizes

None of these solutions will work. None of them have worked. That is why the rich and privileged have opted to destroy public education by underfunding the present school system. Teachers all over are clamoring for more money both for salaries and also school improvements. While, teachers and staff certainly deserve a higher pay for the jobs they do, and students deserve decent facilities, none of the changes that money will bring will improve the school system. There is a simple but profound reason for this and anyone understanding the concepts of systems change and paradigm shifts will clearly know why.

First, in a system all processes are linked, and each impacts the other. To change a system, you must change the assumptions upon which a system is based. A paradigm is a set of assumptions that govern how processes are developed and allocated. As Thomas Kuhn noted in his book “The Structure of Scientific Revolutions” when a paradigm changes what worked in the old paradigm will not work in the new paradigm. Paradigms change when the underlying forces of a society fundamentally change. These forces include economic, social, technological, political, legal, environmental and even spiritual factors.

“In order to displace a prevailing theory or paradigm in science, it is not enough to merely point out what it cannot explain; you have to offer a new theory that explains more data and do so in a testable way.” — Michael Shermer

In lieu of a train load of data that would make Michael Shermer happy, would you accept that societal forces have changed rather dramatically from the nineteenth century to today? Do you think that the type of business model that worked in the late nineteenth century and early twentieth century would still work today? Do you think Zuckerberg or Musk or Brin or Bezos could run their business like Ford or Carnegie or Rockefeller ran their businesses in today’s world? I think the obvious answer to these questions effectively addresses the need for a paradigm change.

Yet we are not seeing a paradigm change in education. Even as I write this, teachers are striking all over America for more money. We are still trying to run our education system on the principles and assumptions that nineteenth century education was based on. These include the following:

Schooling should not start until about six or seven years of age

Students need a standardized education curriculum

Students need to proceed in assembly line fashion one grade at a time

Students should take courses that match their age level

Students need tests and diplomas to ensure that they are qualified to go on to the next level of education

Students need to go to school in one place

Most education will take place in a classroom

The teacher is the expert and knows what knowledge the student needs

College is the best place to go after high school

Students should go to school Monday through Friday

Students should finish school and then go on to a career

Public education funding is only through high school

Now, what if all these assumptions were no longer valid? What if they were valid in the nineteenth and even twentieth century but are no longer valid today? What if we turned them upside down and built an education system on the opposite assumptions?

Schooling should start as soon as possible perhaps as early as two or three years of age

Students need a customized education curriculum

Students proceed according to their progress regardless of age level

Students take courses that match their interests and abilities

Students need tests only to determine their level of understanding and not for passing or failing

Students need to go to facilities that match their interests regardless of where they are in the community

Most education will take place in customized facilities

The teacher is a facilitator and has the responsibility to aid the student in pursuing their interests

College is not the best place for all students

Students can go to school on flexible schedules

Students never finish schooling and education is life long and career based

Public education funding is life-long as needs and careers change

Can you imagine if we designed an education system based on the above assumptions rather the assumptions in the first list? You would have a totally different education system. In some ways, it might be like the change in business models from mass production to mass customization. We would still have a public education system, but it would be customized to meet the individual needs of each student.

“Given the rapid rate of change, the old paradigm of one-off education followed by a career will no longer work: life-long learning is a must, and it is up to governments and employers to invest in training and for employees to commit to constantly update their skill set.” — Alain Dehaze

Many young people who are now either lost in the present system of schooling or who are ill-served by it would be rejuvenated and excited again. Classrooms would no longer be places where the concept of discipline permeated every minute of instruction. There would be no such thing as failures or dropouts. No such thing as staying back or not passing. No detention or hall monitors. Vocational education, music, art, and drama would be as important as reading and math and science. Poor kids would get the same education as rich kids. All kids would find joy and fun in their education since it would be designed to meet their needs and interests and unique abilities. People from two to ninety-two would be able to receive the education and knowledge they need to be effective members of society regardless of whether they had yet begun to work or had retired. Education would be for life. Public funding would be provided throughout a person’s lifetime.

“Education is not preparation for life; education is life itself.” — John Dewey

Some will read this blog and call my vision either Pollyannaish or unrealistic. I have spent many hours arguing with people over the need for change in our education system. There is nothing unrealistic or even idealistic about my vision. It does not represent an ideal. It represents a decision. Either we are going to have an education system that benefits all of our citizens or we are going to have a system that only benefits a few. It is not an ideal. It is a choice we can make. Do we have the determination to change a failing system and to look beyond the norms of the past? Can we take our mental model of education and exchange it for a new model of education? Either we are going to progress, or we are going to decline. The direction we go will be based on what we do with our education system.

Time for Questions:

The Socratic Method was based on what? Why did Socrates feel his method was a better one to instruct his students? What is “Critical Thinking?” Do we teach “Critical Thinking” in our schools? Do you know? Do you think we should? Why or why not?

Life is just beginning.

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” — Martin Luther King, Jr.

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